Assessing Student Learning Outcomes: A Comparative Study of Techniques Used in Business School Disciplines

Abstract

In this study, the authors surveyed U.S. business schools to investigate frequency of use and perceived effectiveness of methods used in assessment of student learning. The authors found that case studies were used frequently, which is consistent with high perceptions of their effectiveness. Their finding that group-process observation and item analysis were used infrequently is consistent with low perceptions of these methods' effectiveness. Five other methods were used fairly frequently. The findings show that, though faculty members use methods appropriate for assigning grades, they demonstrate infrequent use of methods that might be more effective for overall assessment of a program.